Developmental Phases

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Clarissa Tyler
6 years ago
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1 is similar to walking except that with running, there is a flight phase when both feet are momentarily off the ground at the same time. Variations of the running movement include jogging, sprinting, dodging, chasing and fleeing. is one of the most basic movement skills required in daily activities (e.g. running because you are late for school). It is also a foundation skill required in many dynamic activities, games and sports (e.g. tag games, athletics, soccer, basketball). Proficiency and mastery of good running techniques for different situations will enable your child to move successfully and confidently. 14

Developmental Phases Initial Stiff arm swing.

No flight phase, with at least one foot always on the ground.

Transition Arms swing further from front to back.

The support leg straightens more completely at take-off.

Mature Arms are bent at the elbows at about 90.

Wider steps and maximum flight phase when both feet are off the ground.

2 Developmental Phases Initial Stiff arm swing. Legs appear stiff and take uneven steps. Short and limited leg swing. No flight phase, with at least one foot always on the ground. Wide base of support (feet apart) to maintain balance. Transition Arms swing further from front to back. Wider steps and an increase in leg swing and speed. The support leg straightens more completely at take-off. A flight phase (both feet off the ground) is visible. Mature Arms are bent at the elbows at about 90. Arms swing close to body in opposition to leg movement. Wider steps and maximum flight phase when both feet are off the ground. Support leg bends slightly upon contact with ground, and then straightens to push body upwards. Approximate Age of Development (in years) Initial Transition Mature

Teaching Strategies What to do if your child.

Get your child to sit on the floor, legs outstretched.

Swing backward and forward slowly, increasing speed of swing gradually.

Get your child to run between two lines slowly at first, then increase

During run, place hands at waist level and ensure knee lifts to touch them.

3 Teaching Strategies What to do if your child is not swinging arms naturally in alternate fashion? Get your child to sit on the floor, legs outstretched. Bend elbows at about 90, close to body. Swing backward and forward slowly, increasing speed of swing gradually.... is dragging feet and not lifting knees? Get your child to run between two lines slowly at first, then increase speed gradually. During run, place hands at waist level and ensure knee lifts to touch them.... is not running fast? Children to race one another in an open space. Ensure ground is flat and safe.... is not able to change directions quickly? Draw different pathways on the floor or use court lines if available. Get your child to run closely along the lines. 16

4 Variations Can your child run...? Force/Effort Time Flow How the body moves heavily like an elephant quietly without waking the sleeping giant lightly as if on clouds quickly like a leopard in quick-slow rhythm slowly like a tortoise as if he is tired/energised as if he is racing a car at green light and stop at red light Location Direction/Pathways Levels/Extensions Where the body moves to the wall and back along the side of the court on the spot like a hamster in a wheel in four different directions along the outline of a big W on the floor in a circle as if following the outline of a clock and reach for the stars and dribble a ball like a soccer player low as if avoiding a swarm of bees With whom/ What the body moves Self (body parts)/people holding hands with a parent on each side behind you as if he is your shadow to avoid being tagged by you Objects without stepping on the scattered bean bags carrying a ball between two ropes on the floor Combinations Lightly and quickly like a race car along the sides of a court On the spot and lightly like clouds, while holding hands with a parent on each side 17

5 Activity 1 LoCOMOTOR Skills PLAY SAFE Before you begin, specify the boundary of the play area. Bottles or boxes can be used to clearly mark out the play area. This will help reduce risk and running can be done indoors safely. Remind your child to be aware of his environment, especially when changing directions. This helps avoid collisions. how to Play Have your child run around in a free space. When you clap once, he must change direction. When you clap twice, he must freeze. Get your child to explore running in different styles. Styles of running - Run, stooped down as low as possible, then gradually get taller and taller Try the reverse (from standing tall to stooping down) - Lift knees high and clap hands while running - Run with arms high in the air, arms behind back, arms stiff at sides, arms swinging at sides, hands on head, hands in pockets. Do the same running backwards, clockwise and anti-clockwise Run alongside your child, playing Monkey See, Monkey Do at the same time. Run at different speeds (fast and slow) for your child to follow suit. Randomly place obstacles (small things found in the house) in a clear space. Your child will learn dodging as he quickly changes directions to avoid the obstacles. Be aware Ask your child how he felt lifting his knees high while running. Explain to him that lifting his knees allows him to take bigger steps, so that he can run faster. Ask your child how he felt running with his arms in various positions. He would have realised that he can better gather speed and momentum by swinging his arms naturally by his sides. Practice makes perfect Do this activity wherever the area is spacious and safe (no pillars and other obstacles) such as lift lobbies and void decks. 18

6 Activity 2 LoCOMOTOR Skills What you need Recycled materials, such as big empty bottles or boxes, to serve as markers Bow BOW STERN PORT STARBOARD how to Play Role play with your child. Pretend you are the captain and he is a sailor on a ship. Define running area with four objects. Each object doubles up as different parts of the ship (bow, stern, starboard and portside). At the captain s command, the sailor must act correspondingly. Commands Bow Stern Port Starboard Climb the rigging Tilt the deck Scrub the deck Captain s coming Actions Run to object designated as bow (front) Run to object designated as stern (back) Run to object designated as port (left) Run to object designated as starboard (right) Perform climbing action Squat down Get down on one knee, perform floor-scrubbing action Stand still and salute Be aware For younger children, stick to bow and stern only. Gradually introduce other parts of a ship and variety of actions. 19

7 Activity 3 LoCOMOTOR Skills What you need 4 boxes, to serve as markers Number (numerals 1-10), placed in first box Word (words big and small ), placed in second box Object (words like apple, pencil, comb, etc.), placed in third box Colour, placed in fourth box Play, each depicting a number-word-object-colour combination (phrases like Two big red apples, etc.) Word Number Play 2 BIG RED APPLES Colour Object how to Play Define running area with the four boxes. Place play in the centre. Ask your child to pick and look at a play card. He must then run to each box, pick the appropriate card, bring the card to the centre, and repeat until four have been collected from all the four boxes. Next, get him to arrange the four in the sequence depicted on the play card. For instance, if play card shows two big red apples, then the arrangement must be number card (2), word card (big), colour card (red) and object card (apples). Activity ends when all the play are picked. PRACTICE makes perfect For younger children, play with the number and object only. The may depict pictures instead of words. 20

Walking. Used in almost every aspect of daily living, walking gives your child the independence and freedom to move about and explore his environment.

Walking. Used in almost every aspect of daily living, walking gives your child the independence and freedom to move about and explore his environment. is your child s first upright movement on both feet. It requires the transfer of body weight from one foot to the other, with one foot always in contact with the ground. As this takes place, a corresponding